第一篇：英語面試——語法課型實戰篇---精致講稿

語法課課型 四色筆 實戰模板 以人教版必修三UNIT3為例

紅色字體為板書內容 藍色字體為設計目的 黑色字體為口述內容 綠色字體為提示內容

Grammar(板書內容)

教學目標：準確理解相關語法的基本概念，結構，運用。重點：相關語法的基本概念和結構 難點：以學促考，靈活運用。

Part 1: Independent reading Ex 1:自主閱讀Ex 1 部分, 了解名詞性從句的用法

T: Good morning/afternoon, boys and girls.Today, we’ll learn a new grammar style名詞性從句Noun clauses.Now please open your book, turn to page 21，book 3 and look at Ex 1.Read the play, which are mainly about this kind of grammar? Try to find the sentences.（pause）

T: Ok.Stop here!Can you say one sentence? Now, who want to share your works? Ok, Tom, please.(手勢語：平伸右手，手掌朝上，示意學生回答。做邊聽狀，邊板書第一個句子，這個要提前備課，就是您早就準備好的句子！)

May we ask what you are doing in this country? T: Very good，sit down, please.Now, who want to say the next? Ok, Lily, please.(同上，寫第二個句子！)

I didn’t know whether I could survive until morning.T: Very good，sit down, please.Now, who want to share the last one? Ok, Kate, please.(同上，寫第三個句子！)

The fact is that I earned my passage by doing sth.（課本上的三個句子）

T: Very good，sit down, please.T: Now, we can see the Noun clause is a piece of cake, or we can say, it’s just so so.Are we right? Let’s look at the Ex 2 and try to finish the exercise of this part.If you can not solve the problem, first, lists problems of your own, then you can discuss in pairs;after discussion, you two can’t solve it, come to the blackboard and write it down.Part 2 comprehension 理解(寫完板書，此時，就下去轉一下，回來在黑板上寫1-2個難句子，就當是學生寫的)

Difficult point 1: What do you think of the bet the brothers have made?

Difficult point 2: What do you think will happen to Henry? Research 1: students’ comprehension to the grammar.T: Very good, just now two of our students wrote down two sentences, they think the sentences are much harder to understand.Can we help them to under the two sentences? T: Now, who want to try? Ok, Susan, please.(手勢語：平伸右手，手掌朝上，示意學生回答。)Which sentence do you want to explain to them?(Pause)Ok, the first one.(Pause)Ok, Susan’s explanation is very good!

I must say that the bet is very interesting.sit down, please.T: Now, who can solve the second sentence?(Look around)Research 2: With the teacher’s help to understand the grammar.T: Nobody? Really? Ok, let me help you.You can use “I must say that_____________” Here.Here, can” that” be left out?(Pause)Right!It can not be left out.Does it have any meanings?(Pause)Right.It has no any meaning.（此處用漢語解釋語法現象，在講解時可以在原句上畫點記號什么的,目的是幫助，不是全部解決）Now, who can have a try in volunteer? Ok, Linda, please!(Pause)Ok, Linda’s explanation is very good!

I must say that Henry will live a happy life.Sit down, please.T: Now, who can draw a conclusion to the grammar which we learnt in this text in volunteer? Nobody? Ok, let’s discuss in groups!

Part 3: The rule of the grammar(寫完板書，此時，就下去轉一下，回來看練習四，當堂測驗)

T: Well, Tom, it’s you again!Please!(Pause)Very good!Thank you, sit down please.名詞性從句：缺什么補什么，不缺什么用“that”.(簡析語法現象)

And now let’s finish Ex 4, now I’ll ask some of you to finish two of them.The reason was ________________________.4 His concern is___________________________.T: Who will answer in volunteer? Bush and Black!OK!Come to the black board and finish them!(自己寫上就OK了)The reason was that he met a strong wind.4 His concern is whether they can offer him a job.Very good!Quite right!Thank you, go back to your seat and sit down please.Part 4: Homework T: Ok, so much for this class.After class, please finish Ex 5 on page 21.That’s all for today, see you!

第二篇：英語面試—詞匯課型實戰篇---精致講稿

詞匯課課型 試 講 教 案

Unit 1 “My first day at senior high”

The

Third Period, language points I.Teaching Objectives

1.Language Objectives

(1)Help students know the collocation and meanings of the following words and phrases: embarrassed, instruction, far from, nothing like, looking forward to etc.(2)Help students acquire the use of adjective ending –ing and –ed.(3)Help students know the use of present continuous tense 2.Ability Objectives

(1)Enable students to use these new words correctly in speaking and writing.(2)Enable students to use adjective ending –ing and –ed correctly in daily life to describe sth.II.Important Points 1.Master some phrase, and some new words 2.Master the use of adjective ending –ing and-ed III.Difficult Points Analyze components of a sentence IV.Teaching Methods 1.Practice, discover, Asking and Answering, Explaining 2.Teaching Aids: text book V.Teaching Procedures

Step I

Reading(1 minute)T: Good morning, boys and girls.First let’s read the new words and new phrases, please turn to page 113 and read the new words from enthusiastic to amazed, go(enthusiastic, amazing, information, website, brilliant, comprehension, instruction , embarrassed, description, amazed)OK.Very good!Step II Lead-in(1 minute)T: Everybody, after we have studied this passage(My first day at senior high), we all know that the writer had a wonderful experience of his first day in senior high school.In this class let’s study some useful words and phrases.Phrases(look forward to, far from, nothing like)and words(bored/boring tired/tiring excited/exciting surprising/surprised interesting/interested embarrassed /embarrassing)Step III Careful analyzing(8 minutes)（此處挑兩個講即可）

Teaching Plan for Module 1(SEFC Book 1)詞匯課課型 試講教案

OK.Well done!Now let’s look at some of the difficult points in the text!The first one: 1.the classrooms in li kang’s school are amazing/ some students were embarrassed at first.Fellows we have already learned the adjective ending –ing and –ed in our junior high school, so let’s turn to page 7 and complete the sentences.Two minutes.(then the teacher check the answers), then let us look at grammar 2 the 2nd one choose the correct explanation according to the exerxise we have done in page 7.ok it seems that you have a clear mind of the 2 kinds of endings, so let us find more examples in our text.(2nd paragraph, the classrooms are amazing, the3rd I don’t think I will be bored in Ms Shen’s class, the 4th paragraph some students were embarrassed at first)

The next one.2…and Ms Shen’s method of teaching is nothing like that of the teachers at my Junior High school.（the sentence under the picture）Nothing like means，“絲毫不象”in chinese。

Eg: Math class is nothing like Chinese class, because the former is focus on logic thinking, the latter is main tell us how to think in a different way.The third.3.I'm looking forward to doing it！

look forward to sth./doing sth.In this structure to is used as a preposition

I look forward to hearing from you as early as possible.（do you remember some other this kind of phrases）

There are some other preposition phrases :(ask students the same kind of words they have learned in their junior school：do you remember some other this kind of phrases

look forward to 盼望……

turn to 求助于；轉向；翻到……pay attention to 注意…… stick to 堅持get down to 開始認真干……object to 反對point to 指向see to 處理，料理devote…to… 貢獻……給…

Pay attention to ____(walk)along this risky bridge.There is not much time , lets get down to ___(walk)on this research.Teachers’whole life is devoted to_____(teach)We should object to ___(tell)lies.Step V Summary(1mins)T: In this class we have learned some useful phrases and words.do you still remember their meaning ?(nothing like , look forward to)and now are you clear how to use the adjective ending –ed and –ing.Step VI Homework Assignment(1 mins)T: After class, let’s have a revision of the present tense and preview listening and vocabulary, then do the exercises in text book.So much for this class, bye!VI.Blackboard Design

Lesson 3, Unit 1

My first day at Senior high

Important words and phrases: Homework: 1.preview look forward to sth./doing sth, 2.exercise in the text book nothing like etc.

第三篇：2014高中英語教師資格證統考面試——聽力課型實戰篇---精致講稿

聽力實戰篇

Listening(板書內容)

Part 1:lead-in（板書內容）

Step 1 Talk about the topic

Give students enough background of the topic.Also let them familiar with the difficult words, especially new words.了解背景熟悉主題

T: Good afternoon, my boys and girls.Welcome back to my class.I am so glad to see you again.Have you had a good weekend? Yeah!Then what did you do during the summer holiday? Sleep, watch TV, or travel with parents? I see.All of you had a wonderful weekend.Well, today I will introduce a new friend to you;let’s share what she did during the holiday.Now, listen to the tape carefully, and then I’ll ask you some questions.（教師說的內容,說完暫停！表示在進行聽力，但不要太長，大約數1、2、3秒即可）

Hey, I’m your new friend Tiffany!Last Sunday, I went to the park with my friends for a picnic.We took several bread and some bottles of water with us for lunch.Of course we didn't forget to take some fruits and we even took some tomatoes and cucumbers.It took us thirty minutes to get there by bike.As it was a sunny day, there were lots of people in the park.Firstly, we climbed the mountain and went boating.Then it was the time for lunch, we took out the food and began to prepare our lunch.Though it was not cooked well, we ate happily.When we finished the picnic, we picked up the rubbish and threw it into the dustbin.We thought it was our duty to keep the good environment.We didn’t go home until it was dark.We all enjoyed ourselves.（聽力錄音材料）

T：Ok, do you understand the story？Yeah!Well, I will ask some you some questions.1.Why did Tiffany and her friends go to the park?What did they take to the park？what did they do after the picnic?

T: The first question, now who can answer the questions in volunteer? oh, Lily.（pause）(平伸右手，手掌朝上，示意學生回答)Good!Go for a picnic.T: The second question, who want to try? Tom, please.（pause）(平伸右手，手掌朝上，示意學生回答)Very good!(右手伸出大拇指，示意回答得很棒)bread, bottles of water , fruits, tomatoes, cucumbers.Very good

T: The third question, Can you find the answer? Ok, Susan.（pause）(平伸右手，手掌朝上，示意學生回答)yes, perfect.(雙手伸出大拇指，示意回答得很棒)When we finished the picnic, we picked up the rubbish and threw it into the dustbin.Part 2 pre –listening（板書內容）

Guess the meaning of the following words（板書內容）猜測詞意掃清障礙

Now, you have understood the story well.Let’s look at the details of the text.① phases

First of all, let’s look at the phrases in the text.Go for a picnic.Have food outdoorsBy bike it’s an important phrase.“By” plus transport is the meaning of taking transport.For example

By bike/train/bus/ship/airplane/foot, no, it is on foot, not by foot.pick uptake sth up

I picked up the money on the ground.Ok so much for the phrases.②important sentences

1.It took us thirty minutes to get there by bike.The sentence instruction is ：It takes/took sb some time to do sth.And the question sentence of this instruction is:

How long does/did it take sb to sth.For example: How long does it take you to go home?

It usually takes me 20minutes to go home.Who can make a sentence？

T: Don’t be shy, just have a try.（環顧四周）Tom, do you want to have a try?(Pause)OK!

How long does it take you to go to school?

Yes, great!It takes me half an hour to go to school.Great, sit down please.2The next sentence is:

We didn’t go until it was dark.The sentence instruction is ：

notuntil.what’s the meaning of the phrase？

直到...才。這句話的意思是，直到天黑我們才回家，而不是我們沒回家直到天黑 I won’t go until you come back.直到你回來我才離去。

Who want to try？Yeah, Bob.I didn’t go to sleep until I finished my homework.Great.Sit down.Well, you have mastered the sentences.Part 3: Post-listening

Challenge yourself鞏固提升復述材料挑戰自我T: Now, who can tell us” What’s the passage mainly about?” Please give your answer in a complete sentence with “The passage tells us…………….”

T: Who will try? Don’t be shy!（環顧四周）Tom, do you want to have a try?(Pause)OK!(Pretend to be listening)

T: Very good!Your answer is wonderful!(右手伸出大拇指，示意回答得很棒)

T: Tom said” The passage tells us______________________________________________”

Part 4: Homework

Ok, time is limited, practices more after class.After learning the text, would you like to go for a picnic? Yes, then where do you want to go and what do you want to take? Make a plan after class, I’ll ask some students to share their plans next class.Ok, class is over.

第四篇：高中英語-語法課試講稿1無材料

語法課試講稿，高中英語，姜美麗

Topic: How to use the present tense Step 1: Leading in.Good morning my class.How do you do? I’m good,thanks.Do you like to listen a story? Ok.In the last century, there was a man called Tom who wanted to buy the medicine to save his wife but he was so poor that couldn’t buy it so he stole it.Ok, who can retell what I just said? One or two sentences is ok.Ok,Tina.There was a man called Tom.Ok sit down.Jack.He was so poor.ok good job.Sit down please.Step 2: presentation.Ok , my class, who can tell me something different from what we have learnt? Ok , Susan.Yeah, maybe it should be there is a man called Tom.He is so poor.Ok.good.Sit down please.This is the simple present tense we have learnt.So what’s the differences between these sentences? Ok, Renee.Yes, the verb “is” and “was”.That’s great.Sit down please.So the sentence use “was” is called past tense.And “was” is past verb of “is”.So if you want to use past tense there should be past verbs in the sentences.Step 3 : practice.Ok, now, let’s have a discussion and 4 students can be in a group and tell a story to each other but please use past tense.Ok? Ok, finish? So who would like to share your story to us? Ok Lily? Well, you play a game with your sister yesterday but your sister fell by herself carelessly, your mother blamed on you.Oh, I am sorry about that.But good job,sit down please.But I find a mistake in the story Lily said, who can tell us what it is? Ok , Sara, yeah , played, so Lily, you should say you played a game yesterday.ok? Ok sit down please.Ok,now,please look at the PPT, there are some sentences please change their tense into past tense.So who would like to have a try? Ok, Linda? Yes, the dog was called Judy and she was 5 years old.Good job, sit down please.Anyone else? Ok Mark? Yes , she found her master and her master was hurt.Good job, sit down please.Step 4: Consolidation

Ok now, Let’s do the performance of activity 1 “the report of the earthquake”.So we maybe need three students to play it, who would like to have a try? Ok , Tina, Lisa, and Tom, good.Please come on up.Yeah, the earthquake was happened on last night and 100 people were died.The government took actions immediately.Many people came outside from home for safe.Ok wonderful.You all did a nice job.Thanks.Please go back to your seat.In this performance you all used past tense because the earthquake was happened on last night which is a past date.Step 5: Summary So now today we have learnt the past tense, so who can conclude the basic sentence of past tense?ok, Helen.Yeah there should be a past verb in a sentence.Excellent.Sit down please.Ok, when we want to describe the thing that happened in last date we should use the past tense and there should be past verbs.Step 6.Homework

So today after class I wish you could make a story using past tense and listen the tape of past stories.Ok? Ok, well done.Today’s class is over.See you.Bye bye.

第五篇：論對外漢語教學不同課型的語法教學[范文模版]

對外漢語教學是一種第二語言教學，也是一種外語教學。從它的性質來看，對外漢語教學具有區別于對漢語為母語者進行教學時的特點。學習語言不是學一套知識，而是學一種技能。劉詢先生在歸納對外漢語教學的特點中提出“以培養漢語交際能力為目標”、“以技能訓練為中心，將語言知識轉化為技能”等特點。這就要求學習者在學習漢語基礎知識（語音、詞匯、語法、漢字）的同時掌握基本技能（聽、說、讀、寫），由聽、說、讀、寫四種技能可以衍生出相應的聽力課、口語課、閱讀課、寫作課以及綜合訓練這四種技能的綜合課。技能課與綜合課是基于課程間的橫向關系來劃分的，即同一教學階段的課程配置來說的。與之相對的縱向關系則是指教學的階段性，如“初級階段”、“中級階段”、“高級階段”，根據學習者的學習狀況，每個階段都會有不同的課程安排。

交際能力既包括語言能力，也包括語言運用能力。美國語言學家卡納爾概括的交際能力的四個方面里特別指出了語法功能――對語言規則系統地掌握，包括語音、拼寫、詞的組成、詞匯、句子規則等規則，并掌握聽說讀寫技能，能辨別并造出合乎語法的句子，也就是語言能力。可見作為語言三要素（語音、詞匯、語法）之一的語法在語言能力與交際能力的培養過程中的重要性。同樣基于對外漢語教學特點，對外漢語課堂上的的語法教學也有自身的特點，不僅如此，在不同階段、課型上的語法教學也會有細微的差別。

語法教學是對目的語的詞組、句子以及話語的組織規律的教學，用以指導言語技能訓練并培養正確運用目的語進行交際的能力。語法教學在不同階段、不同課型中有明確的分工的。首先要明確不同階段不同課型的選擇，聽力課、口語課、綜合課可以同時出現在初中高階段，出于學習者學習程度的考慮，閱讀課及寫作課則一般出現在中高級階段。由于語法知識的抽象性，定義式的語法規則不適合出現在初級階段，中級階段的攝入量也不宜過多。

一、綜合課的語法教學

綜合課是對漢語基礎知識的加強鞏固，要求對學習者聽說讀寫技能的全面訓練，既要重視語言要素的教學，也不可忽視學習者語言技能與交際能力的培養。綜合課里囊括了語音、詞匯、語法、課文等教學內容。與其他技能課相比，綜合課的語法講解集中度相對要高，有專門的語法點板塊，但也仍脫不開精講多練的原則。

（1）語法點的確定。語法點的確定是對于教師講某個語法點、講哪些內容、重點講解哪些而言。在選擇語法點時，選擇的內容的應該具有針對性及典型性。這就要求教師不僅要對學習者的學習程度、母語、年齡等狀況有所了解，也要對教學內容有確切的把握。

（2）語法點的編排。對于漢語作為第二語言的學習者而言，真正掌握語法點并準確運用還是比較困難的，教學者在輸入過程中要堅持i+1的原則，特別要注意語法點灌入的漸進性與層級性，綜合學習者學習程度、接受力與所教授的語言點復雜程度進行合理的分工組合。

（3）語法點的導入。在講解課文時指出文章中與語法點共現的成分達到語法點的預現、復習與教授語法點相關的語法點、引用一些例子都是比較好的導入方式。

（4）語法點的講解。對外漢語的語法教學不同于對母語者的語法教學，應當盡量通俗易懂、簡單實用。在綜合課的語法教學中，或是直接講解語法規則，聯系上下文，讓學習者從中體會語法點的用法，加以操練（演繹法）；或是將語言點與學過的內容、學習者的母語結合比對講解（對比法）；或是讓學習者接觸具體的語言現象并進行大量練習，概括歸納出語法規則（綜合法）。

（5）語法點的練習。練習的類型分為機械性的、有意義的、交際性的練習。機械性練習，例如綜合課對語法點中例句的跟讀、語法點的替換擴展練習等；有意義的練習，例如復述課文、用語法點完成句子或回答問題等；交際性的練習，例如課堂討論、自由會話、角色扮演等。練習類型的多樣性與可操作性，有利于練習有效性的提高，最終達到訓練、強化知識的目的。

二、聽力課的語法教學

在外語教學中，很多老師都會用錄音機或是利用多媒體播放語音材料，放一句，要求學生盡量準確地跟讀一次，從而訓練還原錄音原文的能力。但是聽力理解畢竟是學習者在接受信號后對其進行解碼、重組的過程，主要考察的主要是學習者的辨別分析、記憶儲存、聯想猜測等能力。加上時間上的停頓與記憶上的滯后，其實更多程度上還是考察學生對信息的重組。在重組過程中，需要學習者的對詞語、詞組、句子的搭配規則有一定把握。

在聽力訓練后的題目講解中，如何對特殊搭配、特殊句型、關鍵詞、關鍵句進行捕捉并加以理解是聽力課上教學的重點。

三、口語課的語法教學

口語課更加強調對學習者的語音規范化訓練，但不能忽視培養學習者的語言表達能力的培養。語言的表達離不開詞法、句法規則的內化，甚至對語義、語用都會有一定的要求。口語課作為語言表達方面的專項訓練，不宜對某一語法點進行全面深入的講解，否則很容易喧賓奪主，讓語法講解的時間占用學習者口語表達的時間。這一部分，一般通過某一話題、設定某一情景，讓學習者進行交流，若出現語法方面的錯誤進行適當的糾正即可。

總而言之，不管在對外漢語教學的不同課型上，還是在學習者學習的不同階段，都離不開語法教學。語法教學有利于語法能力的培養，語法能力不僅是是語言能力不可缺乏的一部分，更是培養學習者語言交際能力的關鍵一步。由于學習者學習階段的不同，會有不同課型的設置。語法教學在這些課型上的分工是不同的，根據上文的分析，語法教學相對集中突出的課型應該是綜合課與寫作課，聽力課、口語課、閱讀課更加側重的是專項技能的訓練，語法的教學相對次要，甚至只是起輔助技能養成或是鞏固語法知識的作用。雖然語法教學的比重分工有所不同，但不同課型的語法教學又相互合作，學習、訓練、鞏固、強化的循環操作形成統一的語法體系。